Personal stories from parents of children who had poor handwriting and fine motor skills prior to Vision Therapy.
*Names have been changed for privacy protection.
Click here for a list of more success stories pages, you might just recognize your child in.
Jimmy, age 11
When Jimmy first came in for a vision exam, he was in the fifth grade. During the summer, on the weekends, and during vacations he was easy-going and happy-go-lucky in disposition.
Although Jimmy enjoyed school very much and really liked his teacher, he was having difficulties in math, English, spelling and writing. He was working extremely hard and getting pretty good grades, but he was still described as “not working up to his potential.”
His mom noticed that he closed one eye when throwing or catching a ball. She also noted he often had illegible penmanship, difficulty comprehending and following through on directions, and trouble spelling. When he read, she observed that he often missed words, and did not copy correctly from his textbook to the page. He continued to struggle year after year, counting the days until weekends and summer vacations.
Homework changed him from a carefree fifth-grader to a frustrated boy who cried easily. His mom helped him for 2-3 hours every night, explaining the directions so he could do the assignments correctly. There had to be an easier solution.
One part of the special eye exam performed by Dr. X showed that Jimmy had 20/20 vision without glasses. The problems arose when his eyes had to do more complex tasks like reading— an activity that requires the eyes to turn in, focus closely, and jump across the page to read.
Jimmy started Vision Therapy in June, and finished just before Christmas vacation. He was very motivated to do therapy because he hoped it would make sixth grade easier for him. He met the goal of completing five days of home therapy every single week and never lost his pleasant attitude during therapy visits.
Now his mom reports his spelling and penmanship have greatly improved. Despite that he now does very little homework at home (he gets most of it done at school), his grades have improved.
He even made the high honor roll. He has time to be a kid again during the week.
He’s happier and more self-confident. Mom is relieved and happier too. She doesn’t miss those struggles to get homework done at all!
Jimmy’s parent
Alexandra, age 8
Before Vision Therapy, Alexandra was very clumsy, walking into walls, spilling drinks, etc. She was reading very well, but would get very tired, and her writing was very immature and did not match her reading level.
After six months of Vision Therapy, Alexandra is not clumsy anymore. She no longer falls, trips and spills things like she used to do! Her writing has improved so dramatically that it does not seem like the same child!
Alexandra was lucky enough to have the same teacher two years in a row, and the teacher is amazed that this is the same child she is seeing! Alexandra is now able to write her small letters neatly and uniformly (the same size).
Before Vision Therapy, her handwriting was all over the page with letters at different sizes and angles. She also used to get very fatigued after school. She would get off the bus looking like she was about to fall over.
Now, after Vision Therapy, she has plenty of energy left at the end of the day! She is able to focus and concentrate for very long periods of time. Her reading is way above grade level— approximately 6th grade level and she is only in 2nd grade.
I would recommend Vision Therapy to others. Yes! Yes! Yes!
Lisa P. Alexandra’s parent
If your child is not achieving to their potential at school: contact an eye doctor near you that provide comprehensive eye exams and vision therapy for children.
SEE RELATED: Eye Conditions That Can Affect Academic Success
Justina, age 7
Since Justina started Vision Therapy, her writing has improved a lot. Her problem with her self-esteem is completely gone. Her attitude about herself has changed. She’s a happier child. Her homework is done quickly and efficiently.
I’m very glad that I could share this with other parents, and I recommend this program to anyone who has a child in need of the extra help.
Lisette C., Justina’s parent
Joshua, age 9
Joshua wrote with a chicken scratch style, and he would not write more than a sentence at a time. Now Joshua is writing two-page essays in a timely fashion.
Last year I felt bad because Joshua didn’t like to go to school. He doesn’t have any complaints this year, and he’s having more happy days. Getting him up in the morning is not a chore like it was last year.
He’s more organized with his homework and class assignments. He reads on his own much more now. There is an improved interest in the learning process. I feel my money has been well spent on Vision Therapy.
Barbara H., Joshua’s parent
Parker, age 6
Before Vision Therapy, Parker struggled with reading. He had trouble with word recognition, skipping lines, not recognizing the same word a couple of lines later, choppy reading, and he hated to read. His handwriting was also hard to read. He had trouble with writing on lines, sizing his letters, and spacing them accurately.
After six weeks of Vision Therapy, all of the above problems have improved. Parker’s word recognition and fluency have improved tremendously. His handwriting is now typical for his age, and his teacher is very pleased with his improvement in reading.
I am looking forward to the rest of Parker’s Vision Therapy.
Brenda M., Parker’s parent
Drew, age 8
Drew had writing trouble as early as kindergarten. As school progressed he avoided writing, and when he wrote it was unreadable. He also had difficulty reading, and was placed in remedial class. He NEVER picked up a book and read it voluntarily.
Reading was a frustrating chore to endure for us all. After Vision Therapy, Drew had become a voracious reader. Since this summer began, Drew has read 22 chapter books in a series, as well as others. We now have to force him to turn off the light at night because he wants to stay up and read!
His writing has also improved— it is faster, and a bit neater, and stays on the lines!
Rebecca B., Drew’s Parent
Ben, age 7
Before Vision Therapy, I was having trouble reading and writing. I didn’t like to ride my bike without my training wheels because I kept falling off. Vision Therapy helped me to write and even become a cursive helper in class.
Reading is easier too because I can stay in place. Best of all, I can finally ride my bike like the other kids. Thank you Dr. X.
Ben
Erin, age 9
We immediately saw a difference in her handwriting. She used to have difficulty with fine motor skills, but her handwriting is beautiful now. She also has far less reversal of numbers and letters.
I would and do recommend Vision Therapy to others.
Linda D. Erin’s parent
Ashley, age 9
We realized some time ago that Ashley was having trouble reading well. This led to glasses, but after less than a year, she was complaining of seeing double.
After reading about Dr. X, a developmental optometrist, we decided to have Dr. X evaluate Ashley. We were pleased that Ashley stood a good chance of totally fixing her vision difficulty. She was excited about having a good chance of never having to wear glasses again, and this was a strong incentive for her to work hard when doing eye exercises.
The changes that have occurred because of this Vision Therapy program were:
- Ashley doesn’t see double now
- The colors she now sees are true, not washed out
- Her handwriting has significantly improved
- She no longer suffers any bouts of eye strain
Ashley’s parent
Can you relate to any of these stories?
Does your child have difficulty writing neatly? Do they have trouble reading and writing? Your child may have a vision problem.
LEARN MORE: Vision for School
If your child is not achieving to their potential at school: contact an eye doctor near you that provide comprehensive eye exams and vision therapy for children.
The earlier a vision problem is detected, the sooner your child can begin a vision therapy program to help them achieve the visual skills they need for clearer, more comfortable vision— facilitating their improved reading and writing skills.
